URN 2812898 · Inspected 2026-08-20 · Published 2026-09-23 · Inspector: Lisa Grundy
Tudor House Day Nursery @ Grasshoppers Unique reference number (URN): 2812898 Address: Unit 1a, Broughton Business Park, Caxton Road, Fulwood, Preston, PR2 9BS Type: Childcare on non-domestic premises Registered with Ofsted: 09/10/2024 Registers: EYR, CCR Registered person: Synergy Day Care Ltd Inspection report: 20 August 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Safeguarding standards met The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met. Expected standard Achievement Expected standard All children make steady progress from their starting points at the nursery. Children with special educational needs and/or disabilities are supported through inclusive strategies and appropriate support. Leaders know the children well and provide a nurturing environment. Children's literacy development is supported well. All children show a love of books. Children share storybooks with their friends. They handle books with care and attention. At the end of the stories, when closing the books, children say 'the end'. Toddlers become engrossed in the inviting learning environment, and they enjoy dressing up and making meals in the role- play area. Children use their imagination skills well. Older children make their own choices and create collages using a range of materials to support their physical skills. Children who are learning English as an additional language make good progress from their starting points. Children have daily opportunities to be active outdoors. They benefit from exciting outings into the local community, such as a trip to the supermarket, to explore and extend their learning. Behaviour, attitudes and establishing routines Expected standard Leaders have clear boundaries in place for all children. During circle time, children learn about the nursery's 'golden rules'. For example, children are reminded when running indoors to use 'walking feet only'. This supports children to not only follow the nursery's golden rules, but also to keep themselves safe. When minor disagreements occur between children, staff deal with these promptly, and this results in little disruption. Children are learning to share with their friends and take turns. Staff support children when it is 'tidy-up time' at the nursery. Children follow instructions well. Leaders monitor children's attendance, and staff are alert when any patterns of absence occur. This helps to ensure that children are following good routines, preparing them for their next stage in learning, and to support them to access the curriculum at the nursery. Children talk well about their emotions and how they are feeling. For example, children have been reading the 'The Colour Monster' story. As a result of their learning, they discuss red as 'angry' and yellow as 'happy'. This supports children's emotional development. Children's welfare and wellbeing Expected standard Staff know all children well and provide appropriate support. Children settle into the nursery's routine well. This shows that they feel happy and safe at the nursery. Staff respond sensitively to their individual needs and make adaptations when needed. Key-person arrangements generally work well. When children transition between rooms, leaders ensure that the next key person knows the child and their likes, dislikes and next steps. Staff are positive role models. They show kindness and care to all children. Children seek comfort when needed with their familiar adult. Children are supported to develop healthy habits and gain an understanding of how to take care of themselves. They wash their hands before mealtimes and brush their teeth daily to support their oral health and hygiene. Generally, independence is supported well at the nursery. However, at times, children are not given opportunities to be independent, for example by learning how to wipe their own nose or use both a knife and a fork when eating. This means that they are not learning some important skills in preparation for school. The meals provided are balanced and nutritious. Children come together for lunch, and lunch is a social occasion. Curriculum and teaching Expected standard Leaders have designed a well-balanced curriculum that is central to meeting all children's needs and interests. The staff know the children well. They take time during settling-in sessions to get to know the children and their families well. They find out children's likes, dislikes and starting points. This helps form good foundations for the staff, who use this information, along with their own baseline assessments, to create next steps for children's learning and development. Language and communication are generally supported well throughout the nursery. Children use describing words in play, such as 'soft' and 'heavy' when exploring different textures. However, at times, staff ask many questions in quick succession, without allowing enough time for children to think and respond, which does not support their learning effectively. Staff provide a range of learning for mathematical development across all areas of play. Babies enjoy filling and pouring, counting '1, 2, 3' as they do so. Younger children learn about floating and sinking during water-play activities. Older children confidently count and use mathematical language during play, such as 'big', 'small', 'more' and 'less'. Inclusion Expected standard Leaders provide a nurturing and inclusive environment for all children. Children enjoy their time spent at the nursery. Staff take time to get to know each child and what their starting points are. Leaders and staff are confident at identifying any first concerns in children's development. Leaders have appropriate conversations with parents to ensure support is put in place early. Children all have baseline assessments to help identify their next steps. The nursery works with external agencies to meet all children's needs. For example, the nursery has worked with the health visiting team. This has supported children to get the right external support required to fully meet their needs. All children, including children who face barriers to their learning, make progress from their starting points. Children have opportunities to spend time in the nursery's sensory room. This is a calming experience for children to help them regulate their emotions. Leaders use any additional funding well to support children's interests and next steps in learning. Leaders monitor the impact of additional funding to ensure that it is used appropriately. Most recently, this has gone towards supporting children's emotional development, which has had a positive impact on children's wellbeing. Staff generally monitor children's targeted plans well. This helps to support children's individual next steps and supports staff to help children make the progress they are capable of. Leadership and governance Expected standard Leaders have a generally clear understanding of the nursery's strengths and areas for further development. Leaders follow robust recruitment processes and new staff receive a well-planned induction. Leaders work closely with the staff team, ensuring that observations and supervision sessions for each staff member have tailored targets. This helps to support staff's individual areas for development. Leaders provide a wide range of continuous professional development opportunities for each staff member, and staff report a positive impact from this training. Staff value what they have learned and discuss how they implement this into daily practice. Staff report that they enjoy their role at the nursery and that leaders support their wellbeing. Leaders have linked with external professionals to support children with special educational needs and/or disabilities. This ensures that all children receive tailored support to meet their individual needs. Leaders work closely with local schools to ensure that children leaving to go to school have a smooth transition to support their needs. Parents comment positively on the nursery and its leaders. They feel very well informed about their children's progress and feel their children have made progress from their starting points. They comment on the nursery's open-door policy and how they feel valued and listened to. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children arrive happy at the nursery and are ready to explore and learn. Children build strong, secure bonds with the staff team. This shows that they feel safe and have a sense of belonging at this homely nursery. Children explore the environments and activities that the staff team has prepared for them to help their learning and development. For example, children enjoy recreating the story of 'Goldilocks and the Three Bears'. They use real objects to represent the story. Children are eager to predict what happens next in the book, and this supports children's literacy skills. Children play well together, taking turns and also enjoying moments of isolated play. They focus on their interests, such as when building a train track so that the trains can run along the tracks. Children have a range of opportunities to support their physical development. Younger children move around the outdoor area that provides space to jump and climb. Older children learn to use scissors and pencils to support their early writing skills. Children with special educational needs and/or disabilities and those who face barriers to their learning make progress from their starting points. Leaders monitor children's progress and experiences at the nursery well. Children's progress is celebrated with parents and carers. Children who are learning English as an additional language make good progress from their starting points and are growing in confidence in their language and communication skills. Children benefit from regular trips within their local community. This supports children's learning experiences further. For example, children visit the local supermarket to buy items to enhance their activities in the nursery. Next steps Leaders should ensure that staff's use of questioning is more consistent, allowing children time to respond, to further support their language and communication skills. Leaders should allow children more opportunities to become independent, such as by allowing children to wipe their own noses and use cutlery at mealtimes, to develop essential skills and support their transition to school. Inspector: Lisa Grundy About this setting Unique reference number (URN): 2812898 Address: Unit 1a Broughton Business Park, Caxton Road, Fulwood Preston PR2 9BS Type: Childcare on non-domestic premises Registration date: 09/10/2024 Registered person: Synergy Day Care Ltd Register(s): EYR, CCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Lancashire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 20 August 2026 Children numbers About this inspection The inspector spoke with leaders, staff, parents and children during the inspection. We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Age range of children at the time of inspection 1 to 4 Total number of places 70 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. Expected standard The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. 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